An ontology-based approach to learnable focused crawling

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英语教学方法与技巧

英语教学方法与技巧
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英语沉默教学法
● 沉默教学法是基于结构主义的基本理论于 上世纪 60 年代产生在美国的现代教学法.这 种教学法的主要倡导者是加蒂格诺 ( Caleb Gattegno ).此法认为,在课堂上,教师应尽力 尽量少说话,而鼓励学生多说话. ● 沉思是最好的学习工具.学习者在沉思的时 候注意力集中在要完成的学习任务上,精力 集中在完成任务的潜在手段上.沉思可以使 学习效用最大化
● 教师的角色:
● 学生建构知识的场景搭建者(stage setter)和促进 者(facilitator)。
● 教师的职责:
● 创设一种支持性的学习环境 ● 保持学习活动和学习内容的平衡 ● 提供认知策略的指导 ● 提供积极的反馈 ● 重视教学中情感目标的实现 ● 逐步减少外部控制、促进学生自主学习
儿童学习英语的特点
● 热情积极活泼 ● 勇于参与活动 ● 心理压力较少 ● 学习时间较多 ● 认知水平较低 ● 注意保持较短 ● 容易丧失兴趣 ● 学习经验较少 enthusiastic and lively bold and active in an activity less psycho-stress on learning more time to learn less cognitively developed hard to retain their attention interest lost quickly less experience in learning
● This is the name given to a languageteaching methodology based heavily on behaviorist theories of learning. These theories suggested that much learning is the result of habit formation through conditioning. As a result of this, audiolingual classes concentrated on long repetition-drill stages, in which the teacher hoped the students would acquire good language habits.

ABL教学法及其对思想政治理论课实践教学的启示

ABL教学法及其对思想政治理论课实践教学的启示

ABL教学法及其对思想政治理论课实践教学的启示作者:蔡阿雄来源:《管理观察》2016年第05期摘要:高校思想政治理论课实践教学是高校实践育人的重要形式,也是提高高校思想政治教育实效性的重要途径。

通识教育课程与思想政治理论课在育人理念上存在本质上的共通,ABL教学法作为哈佛大学新通识教育改革中的重要组成部分,它强调主动学习,重视实践教学,能够有效促进通识教育目标的实现,对我国当前高校思想政治理论课实践教学有一定的借鉴意义。

关键词:ABL(Activity- Based Learning)教学法实践教学思想政治理论课关于通识教育与高校思想政治教育二者关系的讨论,学术界目前仍持有不同的观点。

二者在理论渊源、课程设置等方面有所不同,但在育人宗旨、教育功能上是具备一致性或相通性的。

哈佛新通识教育改革强调,通识教育旨在提高学生对人类社会和自然界的认识,让学生对自己的信仰和选择更具有反思性,帮助学生批判性地反思自身信仰和价值观,学会如何合理论证、捍卫自身的信仰和价值观,为学生承担公民职责做准备。

新通识教育重新回归价值观教育,重新恢复对价值观教育的重视,坚持对“有教养、完整的人”的追求。

而思想政治教育最根本的价值原则和本质要求在于坚持以人为本、促进社会和人的全面发展,从理念上二者都致力于对“完整的人”的追求,都注重对人的存在意义的追问,都关注学生道德素质、品格价值和思想政治观念的培养。

实践方面,目前国内复旦大学、中山大学等实施通识教育的高校都将思想政治理论课纳入通识教育课程中,将课外实践活动作为通识教育理念实施的补充。

本文认为,鉴于二者间的内在联系,双方可以进行良性互动,高校思想政治理论课可以借鉴通识教育的理念和做法,以开拓其教学改革的思路,特别是在教学法的借鉴上。

一、ABL教学法的基本内涵Activity-Based Learning(简称ABL),首次以单独篇章出现在哈佛大学通识教育工作组报告中,是新通识教育课程改革中的重要内容。

本体研究

本体研究

The Classification of Ontology
• 目前被广泛使用的本体有如下5 个: • Wordnet:Wordnet 是基于心理语言规则的英文词典,它以synsets 为单位组织信息。所谓synsets 是在特定的上下文环境中可互换的同 义词的集合。 • Framenet:Framenet 也是英文词典,采用称为Frame Semantics 的 描述框架, 提供很强的语义分析能力, 目前发展为FramenetII。 • GUM:支持多语种处理,包含基本的概念及独立于各种具体语言的 概念组织方式。 • ENSUS:为机器翻译提供概念结构,包括7 万多个概念。 • Mikrokmos:Mikromos也支持多语种处理,采用一种语言中立的中间 语言TMR 来表示知识。

(1) 本体可以在不同的建模方法、范式、语言和软件工具之间进行翻译和映射, 以实现不同系统之间的互操作和继承。 (2) 从功能上来讲,本体和数据库有些相似。但是本体比数据库表达的知识丰 富得多。首先,定义本体的语言,在词法和语义上都比数据库所能表示的信 息丰富得多;最重要的,本体提供的是一个领域严谨丰富的理论,而不单单 是一个存放数据的结构。 (3) 本体是领域内重要实体、属性、过程及其相互关系形式化描述的基础。这 种形式化的描述可成为软件系统中可重用和共享的组件。
The Modeling Primitive of Ontology
• 本体包含5个基本的建模元语(Modeling Primitive)或说是5个要素: • 类/概念(classes/concepts):概念的含义很广泛,可以指任何事物, 如工作描述、功能、行为、策略和推理过程等等。 • 关系(relations):关系代表了在领域中概念之间的交互作用。形式 上定义为n 维笛卡儿乘积的子集: R : C1 ×C2×⋯×Cn 。如:子 类关系( subclass-of) 。 • 函数(functions):函数是一类特殊的关系。在这种关系中前n - 1 个 元素可以惟一决定第n 个元素。形式化的定义如下: F : C1 ×C2 ×⋯×Cn-1 →Cn 。例如Mother-of 关系就是一个函数,其中Motherof ( x , y) 表示y 是x 的母亲,显然x 可以惟一确定他的母亲y 。 • 公理(axioms):公理代表永真断言,比如概念乙属于概念甲的范围。 • 实例(instances):实例代表元素。

2024年广东实验中学中考二模英语试题

2024年广东实验中学中考二模英语试题

2024年广东实验中学中考二模英语试题一、语法选择The whole school was talking about the coming trip at a winter camp. And everyone was 1 , except me.“I’ll hate it,” I told my parents. “I’ll get homesick. I’ll look stupid at winter sports, and everyone will laugh at me.”“You might be amazed, Bree,” said Mom.“The only way to find out is 2 .”“It’s 3 growing up is all about,” Dad added. When 4 the camp, we were asked to share one fear. “I’m afraid I’ll be homesick,” someone said. I wasn’t the only one? I began to relax. After lunch, we were asked to ski down to the field. I skied 5 , but I still hit a piece of ice and fell down. “Ha! Ha!” Behind me, somebody started laughing. I stood up to see who was making fun 6 me. I saw 7 girl in the same embarrassing situation I was in. “I thought I’d be bad at this, but I’m 8 than I expected!” she said. Suddenly, I started laughing too. After I was so afraid of falling, 9 was a comfort not to fear it anymore. At dinner time, I was so happy to be talking about interesting things that I 10 to feel homesick. The next day, I 11 to try ski jumping first by the camp leader, even though I didn’t want to. 12 when my feet left the ground, I felt I was flying and it was wonderful.I told Dad about this and he said, “ 13 it if you like it!”Maybe the kind of growing up 14 Mom and Dad were talking about had more to do with my attitude of life than my looks. We all worry about fitting in and failing when we try new things. 15 you’ve got to fall on your face to discover how much you’ve got in common.1.A.exciting B.excited C.excitingly D.excitedly 2.A.to trying B.try C.tried D.to try3.A.how B.that C.what D.why 4.A.arrived at B.arriving at C.arrived in D.arriving in 5.A.careful B.more careful C.carefully D.more carefully 6.A.of B.with C.about D.in7.A.an B.a C.the D./8.A.bad B.badly C.worse D.worst9.A.this B.that C.they D.it10.A.forget B.forgot C.has forgotten D.had forgotten 11.A.choose B.was choosing C.chose D.was chosen 12.A.But B.And C.So D.However 13.A.Enjoy B.To enjoy C.Enjoying D.To enjoying 14.A.when B.who C./D.what 15.A.Some times B.Sometimes C.Sometime D.Some time二、完形填空That was my second try to climb Ojo s del Salado, the highest volcano (火山) in the world.I had decided to make the climb with a local guide and we set off just after midnight. “You go first and I’ll follow you,” he said. As the hours passed, the situation became increasingly 16 and I was afraid. Looking at the 17 behind me, I carefully listened to the sound of my guide’s steps but I was 18 .Besides, my breathing became slower, which frightened me. I had chronic asthma (慢性哮喘) as a child and I knew how terrible it was to run out of 19 . With great effort, I 20 reached the top where I took in the amazing views.On the way down, I met with my guide. He had come across a climber in danger, so he had to stop to 21 the man.I achieved my first Guinness World Record here, but my goal wasn’t 22 . While at the top of the volcano, I spotted a lake and I had a(n) 23 . So I began planning the record for the world’s highest altitude (海拔) kayak (皮划艇) and the record for the world’s highest altitude swim. My doctor 24 me, saying that the training for these activities would be painful to me. However, I knew the pain would continue for only a short time but my 25 would last forever.Now, I’m a three-time world record holder and I never imagined my love of adventure would take me so far.16.A.difficult B.unusual C.simple D.clear 17.A.scenery B.distance C.crowd D.darkness 18.A.lost B.sad C.alone D.tired 19.A.power B.breath C.cash D.time 20.A.naturally B.normally C.directly D.finally 21.A.visit B.find C.save D.comfort 22.A.praised B.finished C.discussed D.mentioned 23.A.idea B.rest C.task D.secret 24.A.shocked B.calmed C.warned D.moved 25.A.pain B.feeling C.disease D.success三、阅读理解V olunteering is a great way to develop new skills, gain experience and connect with others. If you enjoy doing voluntary work, here are some recommended opportunities.Disabled People’s BuddyBecome a buddy to help young disabled people. You can decide how to spend your time.together, whether in an art exhibition or a little concert, but remember to take care of him or her. We hope that you know the importance of understanding people’s feelings, accompany them in a right way, and communicate with them patiently. You are supposed to devote 3-4 hours every week to the project for at least six months.App Content CreatorWe’re making an app to promote protection of our planet from climate change. We’re looking for someone who cares about the climate crisis and uses online design tools skillfully. If you are admitted, you will work at least 4 hours per week from home to help publicize green living, but you will learn a lot about marketing and brand building.V olunteer Map EditorYour primary responsibility is to update data for The National Map using our mapping app. Structures include schools, hospitals, police stations, and other important public buildings. Since this is an ongoing remote computer-based activity, you can participate from anywhere you haveInternet access if it suits your schedule.Citizen TV V olunteerMake a change-making feature documentary with us. You will research, film, and bring to light some encouraging stories over the past 160 years. You will receive professional camera training. You will work from day to night, so please get your body and mind prepared. 26.What should you do as a buddy of disabled people?A.Discover their artistic talents.B.Treat them with respect.C.Provide them with medical care.D.Develop their communication skills.27.How can one benefit from becoming an app content creator?A.Be away from climate change.B.Take online design courses.C.Lead a healthy lifestyle.D.Learn marketing knowledge.28.Linda is a busy computer engineer who often goes on business in different countries. Which volunteer opportunity is the most suitable for her?A.Disabled People’s Buddy.B.App Content Creator.C.Volunteer Map Editor.D.Citizen TV V olunteer.Math is a necessary skill that people use throughout their lives. Unfortunately, many children and adults feel stressed and anxious when they have to do math. They may be experiencing what is called “math anxiety”. Because of this, many people believe that they are bad at math and don’t like math.A recent research has shown that some children as young as 6 years old may feel anxious about math. A team of researchers asked 154 children in grades l and 2 questions like “How do you feel when taking a big test in your math class?” The children expressed how nervous they felt by pointing to a position on a scale (刻度), where there were different faces from a very nervousface on the left to a calm face on the right. After answering these questions, the children took a math test. These researchers found that almost half of the children who participated in the study said that they were at least somewhat nervous about doing math.Also, children with higher math anxiety got worse scores on the math test.Scientists have also found that math anxiety develops in children who experience certain kinds of social situations that influence their thoughts or feelings. This means that the child’s emotions, opinions, or behaviors are affected by things that other people say or do. For example, teachers with high math anxiety were more likely to have students with poorer math achievements at the end of the school year.Good news is that researchers have found tools to help people with math anxiety. These tools are called interventions (干预). For example, researchers did an intervention where they asked children with math anxiety to write about their math-related worries. Then they found that children’s math test scores improved. Therefore, it is advised to talk to classmates and teachers about math anxiety. This is the first step toward helping to reduce the possibly harmful effects of math anxiety.29.What does the underlined word “this” refer to in paragraph 1?A.Math skill.B.Stressful life.C.Math anxiety.D.Painful experience.30.How did the researchers measure kids’ anxiety?A.By taking a math test.B.By recording math scores.C.By asking kids questions.D.By solving difficult problems.31.What can be learned from paragraph 3?A.Anxiety develops with math ability.B.One’s math anxiety can affect other’s.C.Higher anxiety leads to poorer scores.D.Children should avoid social situations.32.What is suggested for students with math anxiety?A.Using math tools.B.Working harder.C.Attending lectures.D.Talking about it.It was a week after my mom had passed away and I didn’t know how to go on with life. So when I received an email from a friend about a race which could benefit cancer research, Iignored (忽略) it. It seemed to hurt my feelings, as cancer was the disease that had taken my mother away from me.But something about my friend’s words— “I can help organize the whole thing”—stuck with me. I felt obliged (有义务的) to agree. In the weeks to come, I managed to re-enter the world of the living. I checked our team's website daily, feeling proud each time a donation came in. I knew my mom would have wanted it that way. She was the type who never got beaten by difficulties. It was this very spirit that helped me get by.When the race ended, I noticed the runners all had one thing in common: There were big smiles on their faces. They made it look so rewarding and effortless. I wanted in.So I signed up for another race two months later. Considering I could hardly run a mile, it was a challenging task. But my friend and I made a training plan so I wouldn’t come in last.I followed it and didn’t let anything get in my way.Running up and down the city’s hills, I was flooded with memories. I had lived there after college and my mother had visited often. I passed Bloomingdale’s, recalling the time she and I had gotten into a screaming argument there.I was about to beat myself up when I remembered what Mom had said after her diagnosis (诊断) of cancer. “I don’t want you to feel sorry for anything.” Her paper-thin hands had held me tightly. A weight was lifted from my shoulders.When the race day arrived, I gave it my all for my mom and for all she had taught me and continued to teach me. As I ran, whenever I felt like slowing down, I pictured her cheering me on. Crossing the finish line, I was filled with her love and a sense of peace.33.Why did the author ignore the email in the beginning?A.She felt it challenging to finish the race.B.She had no time to take part in the event.C.She thought the research was meaningless.D.She was reminded of her mother’s death.34.In what order did the following happen from the passage?a. Cancer took my mother away from me.b. I argued with my mom at Bloomingdale’s.c. My mum was diagnosed with cancer.d. I enrolled in a race and trained myself very hard.e. I joined a team to raise money for cancer research.A.e-a-b-c-d B.c-b-a-d-e C.b-c-a-e-d D.a-e-d-b-c 35.What mainly helped lift a weight from the author’s shoulders?A.The success in organizing an event.B.The pleasure in going for a run.C.The company from her friends.D.The love and care from her mom.36.Which of the words can best describe the author’s mom?A.Peaceful and polite.B.Strong-willed and caring.C.Brave and humorous.D.Outgoing and patient.Technology has done our world wonders: from development in medicine, travel,communication, to our day-to-day lives. It has undoubtedly changed the way our society works, and how we communicate with one another and ourselves. However, by completely welcoming technology as a part of everyday life, are we losing our ability to create?Technology presents a new platform for creativity to exist on. Through technology, ideas can be set free and come to life in the physical world. We have the necessary tools for greater possibilities and new solutions. For example, businesses now have the opportunity to improve themselves more creatively through websites, film advertisements, social media or radio.However, when we look more closely, it’s easy to notice some disadvantages. For example, many of us depend so heavily on automated calculations (自动计算) nowadays, rather than taking the time to work it out for ourselves. Another obvious situation is that a lot of people are spending too much time on screens. As a result, they are reducing the opportunities to come up with their own creations.Is there a way to find a balance between technology and human creativity? I think so. It issimply a matter of making sure that creativity is not deterred by technology. The first way is to reduce our usage of digital devices (数字设备) by setting limits on when, where, and how long we use them, turning off the notifications (通知) on your phone, or putting your phone on “Do Not Disturb”. Once you become used to these, you will feel surprised how little you think about your phone.Another wonderful way is to take daily walks in the nature. It can help you reset, re-balance, and keep going. In the long run, a daily walk can not only influence our creativity and imagination but further our physical and mental health. We can also develop our creativity by doing yoga, keeping a diary, or reading.The key to the survival of our creativity starts with us. Will you put your phone away when spending time with friends? Will you try to find happiness and purpose outside of a screen? The action you choose to take will help change the relationship between creativity and technology for the better.37.Why does the writer talk about businesses in paragraph 2?A.To stress the importance of creativity.B.To suggest good ways to develop technology.C.To show the effect that technology has on creativity.D.To explain the relationship between business and creativity.38.What does the underlined word “deterred” mean in paragraph 4?A.Examined.B.Controlled.C.Replaced.D.Prevented. 39.Which of the following does the writer most probably agree with?A.Limiting the usage of our phones can help us to develop creativity.B.Spending time on screens is the easiest way to keep people focused.C.Turning off the notifications on the phone will make people worried.D.A daily walk does more good to physical health than to mental health.40.What would be the best title for the passage?A.Creativity in a World of Technology: Does It Exist?B.Technology: How Does It Help to Develop Our Creativity?C.Technology and Creativity: Which of Them Is More Important?D.Technology and Creativity: How Do They Influence Each Other?Tips for Green Travel with KidsTravelling doesn’t mean not considering all the environment-friendly choices we work so hard to achieve in our daily life. Here are a few tips for green travel with kids.Booking nonstop flights whenever possible will reduce carbon emissions (碳排放). If the closest local airport doesn’t have nonstop flights to a certain place, check other local airports to see if there are nonstop flights. 41When you’re travelling by car, it’s easy to find fast food restaurants for snacks. 42 My kids love to help plan snacks. I let them create their own snacks for the trip at home.Reusable water bottles are easy to bring along. Whenever you travel at the airport, keep your reusable bottles empty until you have passed through the security checkpoint (安检关卡).43 Single-use plastic water bottles create unnecessary waste and the plastic can be harmful to your health.44 Turn off the tap after washing your hand. Open a few windows and turn off the air conditioner. You should also help your children keep their good, green habits from home to hotel while travelling. Sometimes vacation can mean more than one shower each day—once in the morning and again after getting out of the swimming pool. Pay attention to the number of showers and the length of showers. 45A.In this way, you can save water and energy.B.But you can pack healthy food before starting off.C.Fill them up on the other side.D.You might have to drive a bit further, but it is totally worthwhile.E.Save energy by turning off the hotel room lights when you go out.四、短文填空阅读短文,根据上下文和所给的首字母写出所缺单词。

本体知识学习计划英语

本体知识学习计划英语

本体知识学习计划英语IntroductionOntology knowledge is an essential part of the field of artificial intelligence and data science. It provides a formal representation of a set of concepts within a domain and the relationships between those concepts. Understanding ontology knowledge is crucial for designing intelligent systems, developing knowledge-based applications, and improving data management and analysis. In this learning plan, I will outline the steps I will take to deepen my understanding of ontology knowledge and its applications.Goals1. Understand the fundamental principles and concepts of ontology knowledge.2. Learn about the different types of ontology, such as domain ontology, task ontology, and application ontology.3. Explore the use of ontology in knowledge representation, reasoning, and semantic web technologies.4. Gain practical experience in developing and using ontology through real-world projects and exercises.5. Understand the role of ontology in artificial intelligence, data science, and knowledge engineering.Learning Resources1. Books: I will start by reading introductory books on ontology knowledge, such as "Ontology Engineering in a Networked World" by Aldo Gangemi and "Ontology: A Practical Guide" by Tom Gruber.2. Online Courses: I will enroll in online courses on ontology knowledge offered by educational platforms such as Coursera, edX, and Udemy.3. Academic Papers: I will review academic papers on ontology knowledge published in journals and conferences in the field of artificial intelligence and data science.4. Software Tools: I will explore ontology development tools such as Protege, OntoStudio, and TopBraid Composer to gain hands-on experience in building and using ontology. Learning PlanWeek 1-2: Introduction to Ontology Knowledge- Read introductory books on ontology knowledge to understand its basic principles and concepts.- Watch online lectures and tutorials on ontology to gain a broad overview of the field.- Discuss with peers and mentors to clarify any questions and challenges I encounter during my initial learning phase.Week 3-4: Types of Ontology- Study the different types of ontology, such as domain ontology, task ontology, and application ontology, to understand their specific uses and characteristics.- Analyze case studies and examples of ontologies used in various domains to deepen my understanding of their practical applications.Week 5-6: Ontology and Knowledge Representation- Learn about the role of ontology in knowledge representation and how it can be used to organize and structure complex information.- Explore the use of ontology in reasoning and inference to understand how it can be applied in intelligent systems and decision-making processes.Week 7-8: Semantic Web and Ontology- Investigate the use of ontology in the development of the semantic web and its impact on information organization and retrieval.- Study the standards and technologies related to ontology and the semantic web, such as RDF, OWL, and SPARQL, to understand how they are used to represent and query knowledge.Week 9-10: Ontology Development and Tools- Gain practical experience in developing ontology using ontology development tools such as Protege, OntoStudio, and TopBraid Composer.- Complete exercises and projects to create domain-specific ontologies and validate their effectiveness in representing complex knowledge.Week 11-12: Applications of Ontology in AI and Data Science- Explore real-world applications of ontology in artificial intelligence, data science, and knowledge engineering to understand its practical importance.- Analyze case studies and examples of ontology used in industry to identify trends and best practices in the field.Week 13-14: Project Development- Develop a final project that applies ontology knowledge to a real-world problem or domain, such as creating a domain ontology for a specific industry or developing an ontology-based knowledge management system.ConclusionBy following this learning plan, I aim to deepen my understanding of ontology knowledge and its applications in artificial intelligence and data science. I believe that gaining expertise in ontology knowledge will not only enhance my skills as a data scientist but also open up new opportunities for me to contribute to the development of intelligent systems and technologies. I am committed to staying updated on the latest developments in the field of ontology and leveraging my knowledge to make meaningful contributions to the industry.。

如何教英语第12章读后感

如何教英语第12章读后感

如何教英语第12章读后感As an educator, the journey through the chapters of "How to Teach English" has been both enlightening and transformative. Chapter 12, in particular, stands out as a comprehensive guide on integrating technology into English language teaching. This chapter not only addresses the current trends but also anticipates future developments, providing a forward-thinking perspective that is crucial in today's digital age.IntroductionThe chapter begins with an overview of the digital landscape and its impact on language education. It emphasizes the importance of staying abreast of technological advancements to enhance teaching methodologies and student engagement. The author's approach to this subject is both practical and visionary, offering a balanced view of the opportunities and challenges that technology presents.Integration of Technology in the ClassroomOne of the most significant sections of the chapter is dedicated to the practical integration of technology in the classroom. It discusses various tools and platforms, such as interactive whiteboards, educational apps, and online language labs, that can be used to facilitate language learning. The author provides clear instructions and exampleson how to use these tools effectively, ensuring that they are accessible to teachers at different levels of technological proficiency.Benefits and ChallengesThe chapter also delves into the benefits and challenges of using technology in language teaching. It highlights how technology can personalize learning, provide immediate feedback, and offer a wealth of resources that were previously unavailable. However, it also candidly addresses the potential pitfalls, such as the digital divide, the risk of information overload, and the need for teachers to continuously update their skills.Strategies for Effective UseThe author offers several strategies for the effective use of technology in language teaching. These include setting clear objectives, ensuring that technology supports rather than distracts from learning, and maintaining a balance between online and offline activities. The chapter also stresses the importance of fostering digital literacy among students, equipping them with the skills necessary to navigate the digital world safely and responsibly.Professional DevelopmentRecognizing that teachers are the key to successful technology integration, the chapter devotes a section to professional development. It encourages teachers to engage incontinuous learning, to experiment with new tools, and to share their experiences with colleagues. The author also provides resources for further reading and professional networks that can support teachers in their journey.Reflection on Personal ExperienceReflecting on my own experience after reading this chapter, I realized the profound impact that technology has had on my teaching practice. I have incorporated several of the strategies mentioned, such as using educational apps for vocabulary building and employing online platforms for peer-to-peer communication among my students. The chapter has also challenged me to think critically about the role of technology in fostering a love for language learning rather than merely relying on it as a tool for instruction.ConclusionIn conclusion, Chapter 12 of "How to Teach English" is an invaluable resource for any educator looking to integrate technology into their English language teaching. It provides a comprehensive, thoughtful, and practical guide that can help teachers navigate the complex world of educational technology. The chapter's emphasis on balance, strategy, and continuous professional development is particularly noteworthy, offering a roadmap for teachers to not only keep up with technological advancements but also to leverage them effectively in the service of language education.As I close this reflection, I am reminded of the author'sfinal words, which serve as a call to action for all educators: "Technology is not an end in itself but a means to an end. The end is better language teaching and moreeffective language learning." With this chapter as a guide, I am more confident and better equipped to achieve that end.。

2024年6月9月电子科技大学网络教育统考大学英语B考试题库附答案

2024年6月9月电子科技大学网络教育统考大学英语B考试题库附答案一、选择题(每题2分,共40分)1. Directions: There are 20 incomplete sentences in this section. For each sentence there are four choices marked A, B, C, and D. Choose the one answer that best completes the sentence.( ) 1. I'm sure he is up to the job because he has already______a similar position in another company.A. heldB. takenC. filledD. occupied答案:A( ) 2. The company has changed a lot over the years, but it still retains______of the original building.A. the characteristicB. the characteristicsC. a characteristicD. characteristics答案:B( ) 3. If you don't want to miss the train, you had better______.A. hurry upB. speed upC. quicken upD. accelerate答案:A( ) 4. He______a lot of money on his new house.A. spentB. costC. tookD. paid答案:A( ) 5. The government is trying to______the gap between the rich and the poor.A. narrowB. reduceC. decreaseD. diminish答案:A( ) 6. The old man______a lot of weight since he started his new diet.A. shedB. lostC. dropped答案:B( ) 7. He______a letter to his mother every week.A. writesB. writes downC. writes upD. writes out答案:A( ) 8. The teacher______the students to work hard.A. encouragesB. promptsC. persuadesD. stimulates答案:A( ) 9. The government______the development of the national economy.A. promotesB. advancesC. progressesD. forwards答案:A( ) 10. The patient______after the operation.A. recoveredC. recoupedD. recycled答案:A( ) 11. The police______the criminal to surrender.A. orderedB. requestedC. demandedD. required答案:C( ) 12. He______the agreement before signing it.A. went overB. went throughC. went intoD. went by答案:A( ) 13. The company______a new product line last year.A. introducedB. broughtC. launchedD. started答案:C( ) 14. The student______his composition in time.A. handed inB. turned inC. submittedD. delivered答案:A( ) 15. The manager______the employee for his outstanding performance.A. praisedB. commendedC. appreciatedD. admired答案:B( ) 16. The teacher______the students for their hard work.A. rewardedB. repaidC. recompensedD. remunerated答案:A( ) 17. The company______a new branch in the city.A. openedB. foundedC. establishedD. set up答案:C( ) 18. The city has______a lot over the years.A. changedB. transformedC. convertedD. shifted答案:B( ) 19. The government______the law to protect the environment.A. enforcedB. executedC. implementedD. carried out答案:C( ) 20. The student______the class with his excellent grades.A. toppedB. headedC. ledD. guided答案:A二、完形填空(每题2分,共20分)Directions: There is a passage with 10 blanks. For each blank there are four choices marked A, B, C, and D. Choose the one that best fits into the passage.Passage:In the increasingly globalized world we live in, learning a second language has become an (1) ____. For many people, English is the language of choice. However, learning a new language is not an (2) ____ process. It requires (3) ____ of time, effort, and dedication.One of the most (4) ____ ways to learn a new language is through (5) ____. This can be done by traveling to a country where the language is spoken or by (6) ____ with native speakers. Another effective method is to (7) ____ language courses, either in person or online. Additionally, (8) ____ books, newspapers, and websites can also help improve language skills.It is important to (9) ____ that learning a new language is a journey, and it is okay to make mistakes along the way. The key is to (10) ____ practicing and not give up.1. A. requirementB. necessityC. needD. demand答案:B2. A. easyB. difficultC. simpleD. complex答案:A3. A. a great dealB. a lotC. a large numberD. a vast amount 答案:B4. A. effectiveB. efficientC. affectiveD. effective答案:A5. A. immersionB. submersionC. involvementD. engagement答案:A6. A. interactingB. engagingC. participatingD. involving答案:A7. A. attendB. takeC. joinD. participate答案:B8. A. readingB. studyingC. analyzingD. examining答案:A9. A. realizeB. understandC. recognizeD. acknowledge答案:C10. A. continueB. proceedC. go onD. persist答案:A三、阅读理解(每题2分,共20分)Directions: There is a passage in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C, and D. You should decide on the best choice.Passage:The Internet has revolutionized the way we live, work, and communicate. It has opened up a world of possibilities, allowing us to access information, connect with people, and conduct business transactions from the comfort of our homes. However, along with its benefits, the Internet also brings challenges and risks.One of the major challenges is the issue of online privacy. With the vast amount of personal information being shared online, there is a growing concern about how this data is collected, stored, and used. Data breaches and identity theft have become common occurrences, posing a threat to individuals' privacy and security.Another challenge is the spread of misinformation. The Internet has made it easier for false information to circulate rapidly, leading to confusion and mistrust among users. This can have serious consequences, especially in areas such as health, politics, and finance.To address these challenges, it is important for individuals and organizations to take measures to protect their online privacy and verify the accuracy of the information they encounter. This can be done by using strong passwords, being cautious about sharing personal information, and relying on credible sources for information.Despite these challenges, the Internet remains apowerful tool for innovation and progress. It has transformed various industries, such as education, healthcare, and entertainment, by providing new platforms and opportunities. It has also facilitated global communication, bringing people from different cultures and backgrounds closer together.In conclusion, while the Internet presents challenges, it also offers numerous benefits. By taking necessary precautions and promoting responsible use, we can harness its potential and mitigate its risks.11. What is the main purpose of the passage?A. To discuss the benefits of the Internet.B. To address the challenges of the Internet.C. To compare the advantages and disadvantages of the Internet.D. To provide solutions for the challenges of the Internet.答案:B12. According to the passage, what is one of the major challenges of the Internet?A. The limited access to information.B. The spread of misinformation.C. The lack of communication platforms.D. The inability to conduct online business transactions.答案:B13. What is the suggested solution for protecting online privacy?A. Sharing personal information freely.B. Using weak passwords.C. Verifying the accuracy of information.D. Being cautious about sharing personal information.答案:D14. According to the passage, how has the Internet transformed various industries?A. By eliminating traditional methods.B. By providing new platforms and opportunities.C. By making education, healthcare, and entertainment obsolete.D. By limiting global communication.答案:B15. What is the overall tone of the passage?A. OptimisticB. PessimisticC. NeutralD. Critical答案:C四、翻译(每题10分,共30分)Directions: For each of the following sentences, please translate it into Chinese.16. The rapid development of technology has changed the way we live and work.答案:技术的快速发展改变了我们的生活方式和工作方式。

新世纪大学英语第四册教案unit1 learning a language

New Century College EnglishBook I《新世纪大学英语》第一册公共外语教研部第二教研室UNIT 1 Learning a LanguageUnit 1 Learning a Language1. T eaching Objectives:Students will be able toA.Grasp the main idea and structure of the text:B.Learn some techniques in writing;C.Master the key language points and grammatical structures in the text:D.Conduct a series of reading, listening, speaking and writing activities related to the themeof the unit.2. Time Allotment:1st Period: Pre-reading Activities (Warm-up questions; Think and speak; Background information )While-reading ( Global-reading: understanding Text A as a whole ) 2nd Period: While-reading Activities ( Detailed reading: learning Text A in detail )3rd Period: While-reading Activities ( Detailed reading continued)4th Period: Post-reading Activities ( Summarize the useful experessions inText A; Deal with Task 3 in the text book; Check Ss’understanding of Text B; Some after-textexercises;Home Assignment)3. T eaching Procedures:3.1 Pre-reading ActivitiesStep 1 Warm-up questions:Sit in groups of threes or fours and discuss the following questions.1) Do you think it is necessary to learn another language besides your mother tongue?2) How long have you been learning English? Do you think English is very difficult to learn?3) If possible, what other foreign languages do you want to learn? Why?4) Speaking from your own experience, what effective ways would you like to suggest to help others learn English?Method:Using task-based language teaching method, communicative approach, and audio-lingual method.Step 2. Think and speak:1)Imagine you are talking with a beginner in English. Give him some tips on the best waysto learn English fast.2)Read the advice on how to learn English. Check if they are similar to what you havewritten down.Tips for Beginnersa. Listen to the radiob. Watch English TV programmesc. Talk to yourself in Englishd. Record your own voicee. Read something every dayf. Record vocabulary in a personal dictionaryg. Always have an English-English dictionary nearbyh. Read at the appropriate leveli. Keep a diary/journalj. Listen to automated answering machine recordingsMethod: Using CAI, PPT, task-based language teaching method, communicative approach, audiolingual method.Step 3. Background information:1) Life of William ShakespeareWilliam Shakespeare (1564–1616) is considered the greatest playwright who ever lived. Shakespeare was born in Stratford-upon-Avon. While the actual date of his birth is not known, it is traditionally celebrated on April 23rd. Shakespeare left Stratford sometime between 1585 and 1592, and joined a company of actors as a performer and playwright. In 1594 Shakespeare became an actor and playwright for a theater troupe(剧团). Until the end of his London career Shakespeare remained with the company; as an actor he played old men’s roles, such as the ghost in Hamlet and Old Adam in As You Like It. In 1599 he becamea partner in the ownership of the Globe Theatre, and in 1608 he was part owner of theBlackfriars Theatre. Shakespeare retired and returned to Stratford. He undoubtedly enjoyed a comfortable living throughout his career and in retirement, although he was never a wealthy man.2) Charles Dickens: (refer to text book Page 8)3) Behaviorists psychology: ( refer to text book Page 8)Method: Using task-based language teaching method, reading approach.3.2 While-reading ActivitiesStep 1. Global reading:Do some exercises to check Ss’ previewing of the text and understanding of it as a whole.1) The following are some viewpoints about English learning quoted from Text A. Do youagree with them? What are the possible attitudes of the author towards them?a. One may learn to speak English fluently in three months with proper methods.b. The only way to learn a language is to spend a great deal of time in the countrywhere it is spoken.c. One can teach himself English at home with textbooks and dictionaries.d. No one can ever learn to speak English or any other language unless he is interestedin it.2) Text A has six paragraphs (1-6). Choose the most suitable heading for each paragraphfrom the list of headings below.A)A good method that suits all students does not existB)The behaviorist approachC)Two false attitudes toward English learningD)The role of fellow studentsE)Advertisements often give the false impressionF)The role of interest1-E 2-A3-C 4-B 5-F 6-D3) Questions about the text :a. According to Will Pidcroft, the writer of this text, can English be mastered within avery short period of time?b. What is the belief held by behaviorists in terms of language learning?c. What does Pidcroft say about one’s interest in language learning?d. What distinguishes human beings from parrots and chimpanzees according toPidcroft?T ext structure:Part 1: Para.1 It is impossible to learn English easily as the advertisements claims.Part 2: Paras. 2-4 There is no all-purpose way that suits all students in learning English.Part 3: Paras. 5-6 Interest is the key to learning a language . And it is also important to have other people to talk to and listen to when we communicate.Purpose: Improving students’ reading and writing skill and understanding the general idea of each paragraph.Method: Using task-based language teaching method, reading approach, communicative approach and total physical response method.Step 2. Detailed reading:1) Students are asked to read the passage carefully again and discuss the difficult sentencesand sentence structures.2) Deal with Task 1 and Task 2 in the text book;3) Help Ss find out the good usage in the text and underlined them( refer to the teacher’sbook);4) Summarize the use of the Subjunctive Mood in the text ( ask Ss do the Grammar Reviewin the text book after class).Purpose: Further understand the text (Train further reading ability)to find out some difficult sentences and details of the text.Method:Reading the text together; Using task-based language teaching method, reading approach, communicative approach, grammar-translation approach and total physical response method.Difficult sentences:1. There is often a reference to William Shakespeare or Charles Dickens to encourage him even more.Who are ―William Shakespeare‖ and ―Charles Dickens‖?(= Shakespeare is the world’s most popular playwright while Dickens is the greatest English novelist of the 19th century.)Why are they mentioned in the advertisements?(= The people who run the advertisements just want to use quotations to support their points.)2. If it were as easy to learn English as they say, I would have to look for another job, because very few qualified teachers would be needed.What is the author’s profession?(= He must be an English teacher whose job is to train qualified English teachers.)3. …, and it is no use pretending that anyone h as discovered a perfect way of teaching English in every possible situation.What are the meaning and the usage of the phrase ―it is no use …‖?(=The phrase means ―it has no effect …‖.)2) Whenever we use this phrase we should always use the V-ing form after it.More examples:* It’s no use complaining.* It’s no use crying over spilt milk, —he’s spent all the money, and there’s nothing you cando about it.)Translate this part into Chinese.(= 而且也无需装模作样地声称有什么人已经找到了一个万能的适合所有学习环境的教学方法。

tpo68三篇阅读原文译文题目答案译文背景知识

tpo68三篇阅读原文译文题目答案译文背景知识阅读-1 (2)原文 (2)译文 (5)题目 (8)答案 (15)背景知识 (17)阅读-2 (20)原文 (20)译文 (24)题目 (27)答案 (35)背景知识 (37)阅读-3 (41)原文 (41)译文 (44)题目 (47)答案 (54)背景知识 (55)阅读-1原文Salt and the Rise of Venice①The city of Venice,on Italy’s coastline,achieved commercial dominance of southern Europe during the Middle Ages largely because of its extensive trade in the valuable commodity of salt.At first,Venice produced its own salt at its Chioggia saltworks.For a time its principal competitor in the region was the town of Cervia,with Venice having the advantage because Chioggia was more productive.But Chioggia produced a fine-grained salt,so when Venetians wanted coarser salt, they had to import it.Then,in the thirteenth century,after a series of floods and storms destroyed about a third of the salt-producing ponds in Chioggia,the Venetians were forced to import even more salt.②That was when the Venetians made an important discovery.More money could be made buying and selling salt than producing it. Beginning in1281,the government paid merchants a subsidy on salt landed in Venice from other areas.As a result of this assistance, shipping salt to Venice became so profitable that the salt merchants could afford to ship other goods at prices that undersold theircompetitors.Growing fat on the salt subsidy,Venice merchants could afford to send ships to the eastern Mediterranean,where they picked up valuable cargoes of Indian spices and sold them in western Europe at low prices that their non-Venetian competitors could not afford to offer.That meant that Venetians were paying extremely high prices for salt,but they did not mind expensive salt if they could dominate the spice trade and be leaders in the grain trade.When grain harvests failed in Italy,Venice would use its salt income to subsidize grain imports from other parts of the Mediterranean and thereby corner the Italian grain market.③Unlike the Chinese salt monopoly,the Venetian government never owned salt but simply took a profit from regulating its trade.Enriched by its share of sales on high-priced salt,the salt administration could offer loans to finance other trade.Between the fourteenth and sixteenth centuries,a period when Venice was a leading port for grains and spices,30to50percent of the tonnage of imports to Venice was in salt.All salt had to go through government agencies.The salt administration issued licenses that told merchants not only how much salt they could export but also to where and at what price.The salt administration also maintained Venice’s palatial public buildings andthe complex hydraulic system that prevented the metropolis from washing away.Many of Venice’s grand statues and ornamental buildings were financed by the salt administration.④Venice carefully built its reputation as a reliable supplier,and so contracts with the merchant state were desirable.Venice was able to dictate terms for these contracts.In1250,when Venice agreed to supply Mantua and Ferrara with salt,the contract stipulated that these cities would not buy salt from anyone else.This became the model for Venetian salt contracts.As Venice became the salt supplier to more and more countries,it needed more and more salt producers from which to buy.Merchants financed by the salt administration went farther into the Mediterranean,buying salt from many distant sources. Wherever they went,they tried to dominate the supply,control the saltworks,and even acquire them if they could.⑤Venice manipulated markets by controlling production.In the late thirteenth century,wishing to raise the world market price,Venice had all saltworks on the Greek island of Crete destroyed,and it banned the local production of salt.The Venetians then brought in all the saltneeded for local consumption,built stores to sell the imported salt, and paid damages to the owners of the saltworks.The policy was designed to control prices and at the same time keep the locals happy. Aiding its ability to ruthlessly manipulate commerce and control territory,Venice maintained the ships of the merchant fleet as a naval reserve and called them into combat when needed.The Venetian fleet patrolled the Adriatic Sea,stopped ships,inspected cargo,and demanded licensing documents to make sure all commercial traffic was conforming with its regulations.译文盐和威尼斯的崛起①位于意大利海岸线上的威尼斯城在中世纪期间在南欧取得了商业主导地位,主要是因为它广泛从事有价值的盐贸易。

(完整word版)英语教学法复习题(word文档良心出品)

山东理工大学成人高等教育英语教学法复习题Ⅰ. Explain the following terms.1)Discourse competence2)Mistake3)Critical period hypothesis4)Implicit knowledge5)Sight vocabulary6)Pragmatic competence7)task8)active vocabulary9)Exercises10)Denotative meaning (of a word)Ⅱ.Fill in the blanks with proper words.1. The elements that contribute to the qualities of a good language teacher can be categorized into three groups: ______________ , ________________ and _______________ .2. Task-based language teaching has stressed the importance to combine _____________ teaching with __________ teaching.3. Questions have been classified using different criteria. For example, it can be classified into _________ and open questions, display questions and _____________ questions, lower-order and _____________ questions.4. There are two kinds of stress that are important to achieving good pronunciation. They are ________ stress and _________ stress.5. In meaningful practice the focus is on ____________ , ___________ or ____________.6. Our realistic goal of teaching pronunciation should be: ________ , _______ and _______.7. Receptive / passive vocabulary refers to words that one is able to _____ and _____ in reading or listening but unable to _______ in speaking or writing.8. Littlewood(1981:20)divides communicative speaking activities into two types: ____ activities and _______ activities.9. The main purpose for reading aloud is to ______ with others while silent reading is for _____ or _______ information.10. The most popul ar teaching stages are three P’s model, which include:_______,________, and___________.11. The theory of learning is referred to as behaviorism, which has three major stages, “______________ , _____________and reinforcement”.12. Grant (1987) designed a _____________ questionnaire, which can be used as checklist when teachers select textbooks for their students.III. Judge the following statements true (T) or false (F).( )1. The main aim of English language teaching is promoting the students “overall l anguageability”.( )2. Students need to be able to write International Phonetic Alphabets. (IPA)( )3. When the teacher joined the students, he should not dominate or appear to be authoritative.( )4. Students need to be given detailed grammar rules if they are to learn a foreign language successfully.( )5. The process approach to writing highlights accurate choice of words, complete sentence structure, paragraph organization and systematic model.( )6. Languages consist of "words" with equivalents from one language to another.( )7.When we read, our eyes are constantly moving from letter to letter, word to word and sentence to sentence.( )8. When the structural view of language was combined with the stimulus-response principles of Behaviouristic psychology, TBLT emerged.( )9. Portfolios may increase the workload of teachers and students, but if used properly, it shouldn’t.Ⅳ. Answer the following questions briefly.1. How do you interpret bottom-up model for teaching reading?2. What does it mean to know a word?3. What does “structural view on language” advocates?4. What do effective readers do?5. What’s the cognitive theory of language learning?6. What are the features of communicative language teaching?7. What are the three steps in helping learners learn to use resources according to Ryan?8. What are the seven intelligences proposed by Gardner? Can you explain them briefly?9. What are the measures for indisciplined acts and badly behaving students suggested by Harmer?参考答案I.1. Discourse competence refers to one’s ability to creat coherent written text or conversation and the ability to understand them.2. A mistake refers to a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system’.3. Critical Period Hypothesis states that if humans do not learn a foreign language before a certain age(perhaps around puberty),then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.4. implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort.5. Words that one is able to recognize immediately are often referred to as sight vocabulary.6. It is concerned with the appropriateness use of the language in social context. The choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.7. Task has four main components: a purpose, a context, a process, a product.8. Active vocabulary refers to words that one is not only able to recognize and comprehend but also able to use automatically in speaking and writing.9. the activities which focus on individual aspects of language, such as vocabulary, grammar or individual skills.10. Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects in the physical world.II.1. ethic devotion, professional qualities, personal styles2. form-focused, communication-focused3. closed, genuine, higher-order4. word-level stress, phrase-level / sentence-level stress5. production, comprehension, exchange of meaning6. consistency, intelligibility, communicative efficiency7. recognise, comprehend, use automatically8. functional communication, social interaction9. share information, getting, extracting10. Presentation, practice and production11. Stimulus, response12. Three-partⅢ.1. T2. F3. T4. F5. F6. F7. F8. F9. TⅣ.1. Some teachers teach reading by introducing new vocabulary and new structuresfirst and then going over the text sentence by sentence. This is followed by some questions and answers and reading aloud practice. This way of teaching reading reflects the belief that reading comprehension is based on the understanding and mastery of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.2. 1) Knowing a word means knowing its pronunciation and stress; 2) knowing a word means knowing its spelling and grammatical properties; 3) knowing a word means knowing its meaning; 4) knowing a word mean knowing how and when to use it to express the intended meaning.3. Watson and Raynor formulated a stimulus-response theory of psychology, in which all complex forms of behavior are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement.Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.4. They have a clear purpose in reading;read silently;read phrase by phrase,rather than word by word;concertrate on the important bits,skim the rest,and skip the insignificant parts;use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context, or ignore them; have and use background information to help understand the text.5. W hat’s the cognitive theory of language learning?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced. A language learner acquires language competence, which enables him to produce language. Though Chomsky’s theory is not direc tly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules.6. What are the features of communicative language teaching?Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic and creative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates task-based language teaching. Students should be given tasks toperform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning. Also, to be competent in the target language, learners should acquire not only linguistic knowledge, but also the culture of that language.7. What are the three steps in helping learners learn to use resources according to Ryan ?The first step is a consciousness-raising discussion of available resources. The teacher can ask the students to discuss and share what resources they use to extend learning outside the classroom. Then the teacher will model by presenting and practicing some techniques to exploit resources: gathering information from newspapers in readily understandable form or using photos and names in headline to predict the contents of articles. Finally, the teacher can introduce the theoretical assumptions underlying the selection of resources and techniques.8. What are the seven intelligences proposed by Gardner? Can you explain them briefly?Verbal/Linguistic Intelligence: the ability to use words effectively, both orally and in writing.Musical Intelligence: sensitivity to rhythm, pitch, and melody.Logical/Mathematical Intelligence: the ability to use numbers effectively and reasons as well.Spatial/Visual Intelligence: sensitivity to form, space, color, line, and shape. Bodily/Kinesthetic Intelligence: the ability to use the body to express ideas and feelings, and to solve problems.Interpersonal Intelligence: the ability to understand another person’s mood, feelings, motivation, and intentions.Intrapersonal Intelligence: the ability to understand yourself, your strength, weakness, moods, desires, and intentions.9. What are the measures for indisciplined acts and badly behaving students suggested by Harmer?1) Act immediately. If possible, indisciplined acts should be immediately stopped so that less damages is caused. The longer a disciplined problem is left unchecked, the more difficult it is to taken action.2) Stop the class. If the discipline is so disruptive as to hinder the progress of the whole class, the teacher should stop the class and make it clear what is wrong.3) Rearrange the seats. If troublesome students are sitting together, the teacher should separate them. Besides, if students are moved to the front of the class they may behave better.4) Change the activity. If the class seems to be getting out of control, or if indiscipline occurs due to inappropriacy of the activity, a change of activity will often restore the class.5) Talk to students after class. If a student is continually making trouble, the teacher should talk to that student after class. The student should be given a chance to explain why he/she behaves in this way.6) Use the instruction. When problems become extreme it will be necessary to usethe institution—the school or institute—to solve the problem.。

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An ontology-based approach to learnable focused crawlingHai-Tao Zheng,Bo-Yeong Kang,Hong-Gee Kim *Biomedical Knowledge Engineering Laboratory,Seoul National University,28Yeongeon-dong,Jongro-gu,Seoul,Republic of Koreaa r t i c l e i n f o Article history:Received 21December 2007Received in revised form 30July 2008Accepted 31July 2008Keywords:Learnable focused crawling Ontology Artificial neural network Unified Medical Language System Ontology-focused crawlingHarvest ratea b s t r a c tFocused crawling is aimed at selectively seeking out pages that are relevant to a predefinedset of topics.Since an ontology is a well-formed knowledge representation,ontology-basedfocused crawling approaches have come into research.However,since these approachesutilize manually predefined concept weights to calculate the relevance scores of webpages,it is difficult to acquire the optimal concept weights to maintain a stable harvest rateduring the crawling process.To address this issue,we proposed a learnable focused crawl-ing framework based on ontology.An ANN (artificial neural network)was constructedusing a domain-specific ontology and applied to the classification of web pages.Experi-mental results show that our approach outperforms the breadth-first search crawlingapproach,the simple keyword-based crawling approach,the ANN-based focused crawlingapproach,and the focused crawling approach that uses only a domain-specific ontology.Ó2008Elsevier Inc.All rights reserved.1.IntroductionDue to the tremendous amount of information on the web,it is increasingly difficult to search for useful information.For this reason,it is important to develop document discovery mechanisms based on intelligent techniques such as focused crawling [6,8–10,12,14,17,18,21–23,28,30,32]and personalized search [2,3,11,13,19].In a classical sense,crawling is one of the basic techniques for building data storages.Focused crawling goes a step further than the classical approach.It is pro-posed to seek out selectively pages relevant to a predefined set of crawling topics.One of the main issues of focused crawling is how to traverse effectively off-topic areas and maintain a high harvest rate during the crawling process.To address this issue,an effective strategy is to apply background knowledge of crawling topics.Since an ontology [25]is defined as a well-organized knowledge scheme that represents high-level background knowledge with concepts and relations,ontology-based focused crawling approaches have come into research [10,18,32].Such ap-proaches use not only keywords,but also an ontology to evaluate the relevance between web pages and crawling topics.In the ontology-based focused crawling approaches,it is difficult to acquire the optimal concept weights to maintain a stable harvest rate during the crawling process.This is because concept weights are heuristically predefined before being applied to calculate the relevance scores of web pages.To address this issue,a learnable focused crawling approach based on ontology is proposed in this paper.Since an ANN (artificial neural network)is particularly useful for solving problems that cannot be expressed as a series of steps—such as recognizing patterns,classifying into groups,series prediction and data mining—it is suitable to apply to focused crawling.In our approach,an ANN is constructed by using a domain-specific ontol-ogy and applied to the classification of web pages.The outline of this paper is as follows:Section 2reviews the related work to provide an overview of focused crawling.Section 3describes the framework of our learnable focused crawling approach and elaborates the mechanism of relevance 0020-0255/$-see front matter Ó2008Elsevier Inc.All rights reserved.doi:10.1016/j.ins.2008.07.030*Corresponding author.E-mail address:hgkim@snu.ac.kr (H.-G.Kim).Information Sciences 178(2008)4512–4522Contents lists available at ScienceDirectInformation Sciencesjournal homepage:www.else v i e r.c o m /l o c a t e /i n sH.-T.Zheng et al./Information Sciences178(2008)4512–45224513 computation.Section4provides an empirical evaluation that compares our approach with the breadth-first search crawling approach,the simple keyword-based crawling approach,the ANN-based focused crawling approach,and the focused crawl-ing approach that uses only a domain-specific ontology.Section5discusses the conclusion and future work.2.Related workFocused crawlers aim at searching only the subset of the web related to a specific category.There are numerous methods that have been proposed for focused crawling[6,8–10,12,14,17,18,21–23,28,30,32].A generic architecture for focused crawl-ing was proposed by Chakrabarti et al.[8].This architecture included a classifier that evaluates the relevance of a web page with respect to the crawling topics and a distiller that identifies web nodes with high access points to many relevant pages within their links.Diligenti et al.[9]proposed a focused crawling algorithm that constructs a‘‘context graph”model for the contexts in which topically relevant pages occur on the web.This context graph model could capture typical link hierarchies in which valuable pages occur,and model content on documents that frequently occur with relevant pages.In[14],focused crawling using a context graph was improved by constructing a‘‘relevancy context graph”,which can estimate the distance and the relevancy degree between the retrieved document and the given topic.Gao et al.[12]proposed a focused collabo-rative crawling method to realize geographically focused crawling using a group of crawling nodes.A domain search engine, MedicoPort[6],used a topical crawler,Lokman crawler,to build and update a collection of documents relevant to the health and medicalfield.To help a crawler to traverse hyperlinks in an intelligent fashion,various machine learning techniques have been em-ployed[17,21,28,30].Rennie and McCallum[28]proposed a machine learning oriented approach to focused crawling:the Q-learning algorithm was used to guide the crawler to pass through off-topic documents to highly relevant documents. McCallum et al.[21]also used a reinforcement learning algorithm to develop an efficient crawler for building domain-spe-cific search engines.Shokouhi et al.[30]presented an intelligent crawler called Gcrawler that used a genetic algorithm to estimate the best path for crawling and expanded its initial keywords during the crawling process.Liu et al.[17]proposed a new approach for prediction of the links leading to relevant pages based on a hidden Markov model(HMM).However,most of the above approaches do not consider applying background knowledge.Background knowledge,such as the interests of users,or domain knowledge,is important for understanding situations and problems in information man-agement systems.Since an ontology is a description of the concepts and relationships that can well represent background knowledge,it has been applied to various information management systems for improving their performance.For example, Preschner and Gauch[26]explored ontologies to represent users’interests to improve search results.Buccafurri et al.[5] proposed an agent-based recommender system based on a new model(concept-graph)that represented user-behavior-dependent relationships among concepts.Rosaci[29]also exploited ontologies and ANNs to represent the interests and behavior of users,in order to realize mutual monitoring for the improvement of recommendation quality in autonomous multi-agent systems.Differing from these approaches’use of ontologies to address the interests of users for personalized search,the focus of our method is to employ ontologies representing domain knowledge in order to locate relevant docu-ments during the crawling process.In thefield of focused crawling,many approaches have applied background knowledge to improve their effectiveness [10,18,22,23,32].In InforSpiders[22,23],a population of agents searched for pages relevant to the topic,using evolving query vectors and ANNs to decide which links to follow.The relevance feedback of users was used as background knowledge to improve the performance of ANNs.One limitation of the InforSpiders crawlers is that they require the users’intensive labor to acquire the relevance feedback.In contrast to InforSpiders’use of relevance feedback,a number of focused crawling approaches have employed ontolo-gies to represent relevant domain knowledge.Su et al.[32]presented an intelligent focused crawler algorithm in which an ontology was embedded to evaluate a page’s relevance to the topic.Another prevalent focused crawling approach based on ontologies is called ontology-focused crawling[10,18].Fig.1depicts the ontology-focused crawling framework.In this ap-proach,the crawler exploits the web’s hyperlink structure to retrieve new pages by traversing links from previously re-trieved ones.To judge whether or not one page is relevant to the specific topic,a domain-specific ontology is used to compute the relevance score.After preprocessing,entities(words occurring in the ontology)are extracted from the visited pages and ing the entity distance,the linking steps between an entity in the ontology and the crawling topic, concept weights are calculated by a heuristically predefined discount factor raised to the power of the entity distance. The relevance score is the summation of concept weights multiplied by the frequencies of corresponding entities in the vis-ited web pages.With this relevance score,a candidate list of web pages is maintained in the priority queue in order of increasing priority.Based on the priority queue,the crawler can crawl the relevant web pages and store them in the to-pic-specific web page repository.Most existing ontology-focused crawling approaches use an ontology as background knowledge and apply the weights of concepts in the ontology to compute the relevance score.Since the concept weights are heuristically predefined without using machine learning techniques,the relevance score can not optimally reflect the relevance of concepts to the crawling topics during the whole crawling process.Our method also applies an ontology as background knowledge for focused crawl-ing,but additionally uses an ANN to classify the visited web pages by quantifying the concept weights based on a set of train-ing examples.The idea of combining ontology and an ANN for focused crawling has not been researched in detail until now.3.Ontology-based learnable focused crawlingIn this section,we propose the framework for our learnable focused crawling approach.Based on this framework,we de-scribe each step of the crawling process in detail.Then,the mechanism of relevance computation is elaborated by an example.3.1.FrameworkThe proposed learnable focused crawling approach consists of three stages with distinct functions.Fig.2depicts these three stages:the data preparation stage,the training stage,and the crawling stage.The data preparation stage is responsible for preparing training examples that are used for the ANN construction.In the training stage,an ANN is trained by the train-ing examples.In the crawling stage,web pages are visited and the ANN determines whether or not they will be downloaded.Finally,the downloaded web pages are stored in a topic-specific web page repository.3.1.1.Data preparation stageIn the data preparation stage,we construct a set of training examples by crawling web pages.The WebLech [33]crawler is employed to crawl web pages.The WebLech crawler is a breadth-first crawler that supports many features required to download web pages and emulates standard web-browser behavior as much as possible.Given a seed URL,the WebLech crawler will crawl all the web pages near this URL without bias.After crawling a collection of web pages,we manually deter-mine the relevance of the web pages to the crawling topics.As a result,a set of training examples is composed of positive training examples and negative trainingexamples.Fig.2.Framework of learnable focusedcrawling.Fig.1.Ontology-focused crawling framework.4514H.-T.Zheng et al./Information Sciences 178(2008)4512–45223.1.2.Training stageAll the training examples constructed in thefirst stage are fed to the training stage for training an ANN.In the training stage,the crawler selects a set of concepts from a given domain-specific ontology to represent the background knowledge of crawling topics.These concepts are selected because they are considered to have close relationships with the crawling top-ics.These selected concepts are called relevant concepts.Each web page in the training examples is preprocessed to get a list of entities(words occurring in the set of relevant concepts).A preprocessing module includes functions for parsing web pages from html to text,performing POS(part-of-speech)tag-ging,stop word removal,and word stemming.HTML Parser[15]is employed to process the html by removing all the html tags.QTagger[27]is used to do the POS tagging.A lexical tool called LexAccess[16]is used for the word stemming.LexAc-cess is designed to help users access information from the SPECIALIST Lexicon[31],which is a database of lexicographic information for use in natural language processing.After preprocessing the visited web pages,the entities(words occurring in the set of relevant concepts)are extracted,and from them,the term frequencies of relevant concepts are calculated.After calculating the term frequencies of relevant concepts,we use them to train an ANN.The ANN is initialized as a feed forward neural network with three layers(Fig.3).Thefirst layer is composed of a linear layer with transfer function y=b x. The number of input nodes is decided by the number of relevant concepts.The hidden layer is composed of a sigmoid layer with transfer function y¼1Àx.There are four nodes in the hidden layer.Considering the ANN will be used for binary clas-sification,the output layer is also composed of a sigmoid layer.The ANN outputs are the relevance scores of corresponding web pages.We apply the well-known backpropagation algorithm to train the ANN.The training process will not stop until the root mean squared error(RMSE)is smaller than0.01.A more detailed description of the backpropagation algorithm can be found in[24].3.1.3.Crawling stageThe crawling stage is concerned with the actual crawling and the use of the constructed ANN for classification.First,our crawler retrieves the robots.txt information for the host either from the metadata store or directly from the host,and deter-mines whether or not it is allowed to crawl the page based on this specification.If the URL passes the check,our crawler begins to crawl web pages and judge their relevance to the crawling topics.Given a domain-specific ontology,a set of con-cepts,which are called relevant concepts,is selected to represent the background knowledge of crawling topics.When the crawler visits web pages,the term frequencies of relevant concepts are calculated after preprocessing.Then the term fre-quencies of relevant concepts are acquired as inputs for the ANN,which computes relevance scores for the web pages based on the crawling topics.The mechanism of relevance computation will be described in detail in the next section.If the web pages are classified as relevant to the crawling topics,they are downloaded and saved into the topic-specific web page repository.3.2.Mechanism of relevance computationThe most important component within the framework is the relevance computation component in the crawling stage. First,a domain-specific ontology is given as a background knowledge base.Definition3.1(Domain-Specific Ontology).Ontology O:¼{C,P,I,is-a,inst,prop},with a set of classes C,a set of properties P,aset of instances I,a class function is-a:C?C(is-a(C1)=C2means that C1is a sub-class of C2),a class instantiationfunctionFig.3.The structure of artificial neural network.H.-T.Zheng et al./Information Sciences178(2008)4512–452245154516H.-T.Zheng et al./Information Sciences178(2008)4512–4522inst:C?2I(inst(C)=I means I is an instance of C),a relation function prop:P?CÂC(prop(P)=(C1,C2)means property P has domain C1and range C2).Given the domain-specific ontology,relevant concepts are selected from the knowledge base to calculate the relevance of the web pages.The selection of relevant concepts is based on the distance between those concepts and the crawling topics.Definition3.2(Distance between Concepts).Distance between concepts d(t,c i)=k,where k2N being the number of links between t and c i in ontology O;t being the crawling topic contained in ontology O;c i being concepts in ontology O, i2{1,...,n},n being the number of concepts of ontology O.The distance of concepts reflects the pertinence between concepts in the ontology and the crawling topic.If d(t,c i)is too large,the concept c i will have low relativity with the crawling topic t.Moreover,the number of concepts that need to be selected from the ontology will increase exponentially as the distance between concepts grows.Because of that,the time complexity of crawling will increase.To maintain a high crawling efficiency,we need to perform experiments to choose a suitable distance d(t,c i).According to the distance between concepts,given a crawling topic t,a set of relevant concepts c i will be selected from the domain-specific ontology.When visiting web pages,the preprocessing module parses the web pages from html into text, performs POS(part-of-speech)tagging,removes stop words,and implements word stemming.After getting a list of entities (words occurring in the relevant concepts)from the visited web pages,the term frequencies of relevant concepts are calcu-lated based on their occurrence in the visited web pages.The term frequencies are used as inputs for the ANN,which cal-culates the relevance score of each visited web page and decide whether or not to download the web page.Fig.4shows an example of the relevance computation process.The relevance is calculated in several steps,starting with preprocessing such as word stemming and word counting,followed by ANN classification and concluding with a relevance judgment.The crawling topic in the example is‘‘Cell”.The ontology used here is the UMLS(unified medical language system)ontol-ogy(Fig.5)[4].UMLS integrates over2million names for some900000concepts from more than60families of biomedical vocabularies,as well as12million relations among these concepts.The concepts relevant to the crawling topics are mea-sured in terms of the distance of the concepts,i.e.,d(t,c i)63.Based on the distance of concepts,our crawler selects38con-cepts in the UMLS ontology that are relevant to the crawling topic—‘‘Cell”and apply them to construct the ANN with training examples.Note that some of the class concepts in the UMLS ontology are multi-word concepts such as‘‘Cellular metabolism”.The concepts arefirstly decomposed into single words.Then the lexical tool,LexAccess[16],is used to transform the non-noun words into their noun forms,which are all counted in the visited web pages.Finally,the term frequencies of the multi-word concepts are the sum of the term frequencies of all of the corresponding single words.For example,the multi-word concept ‘‘Cellular metabolism”is decomposed into the term‘‘cellular”and the term‘‘metabolism”.Using LexAccess,these two words are transformed into their noun forms such as‘‘cell”and‘‘metabolism”.The term frequencies of both‘‘cell”and‘‘metabo-lism”are added together as the term frequency for the concept‘‘Cellular metabolism”.After preprocessing the visited web pages,entities contained in relevant concepts such as‘‘Cell”and‘‘Tissue”,are searched for in the visited web pages.For each entity found,the corresponding relevant concept term frequency is counted. In this example,the concept‘‘Gene”has term frequency6,the concept‘‘Tissue”has term frequency5,the concept‘‘Cell”hasfrequencyterm frequency13,the concept‘‘Anatomical”has term frequency1and so on.The concept‘‘Component”has term Array Fig.4.An example of relevance computation.0,which means there is no such entity in the visited web page.All these calculated term frequencies are used as input for the ANN,which calculates the relevance score of the corresponding web pages.Since our example result is a positive relevance judgement,with the relevance score being 1,the crawler decides to download the page.4.Experimental resultsIn the experiment,we compared our approach with the standard breadth-first search crawling approach,the focused crawling approach with simple keyword spotting,the ANN-based focused crawling approach,and the ontology-focused crawling approach [10].The ANN-based focused crawling approach is a crawling approach that utilizes an ANN to classify the visited web pages without considering domain-specific ontologies.The training examples constructed in our approach are also used to train an ANN.All the terms in the visited web pages are extracted and counted.The term frequencies of these terms are used as in-puts for the ANN,which calculates the relevance score in order to crawl web pages.Our experiment focuses on two crawling topics:‘‘Cell”and ‘‘Mammal”.Because the UMLS ontology [4](Fig.5)contains abundant medical information relevant to the topics ‘‘Cell”and ‘‘Mammal”,we use it as the background knowledge for this focused crawling.For evaluating our approach,we refer to the biological definition of ‘‘Cell”[7]and ‘‘Mammal”[20]in Wiki-pedia to judge whether or not the web pages are relevant to the crawling topics.The rates at which relevant pages are effectively filtered are the most crucial evaluation criteria for focused crawling.Aggarwal et al.[1]and Chakrabarti et al.[8]provides a well-established harvest rate metric for our evaluationhr ¼]r ]p ;hr 2½0;1 :ð1ÞThe harvest rate represents the fraction of web pages crawled that satisfy the crawling target ]r among the crawled pages ]p .If the harvest ratio is high,it means the focused crawler can crawl the relevant web pages effectively;otherwise,it means the focused crawler spends a lot of time eliminating irrelevant pages,and it may be better to use another crawler instead.Hence,a high harvest rate is a sign of a good crawling run.Another performance metric we provide is the performance-cost ratio,which evaluates the performance of focused crawling based on the time cost.This metric can show clearly the efficiency of the crawling approach.In ourexperiment,Fig.5.An UMLS ontology.H.-T.Zheng et al./Information Sciences 178(2008)4512–45224517we use the number of topic hits and the computation time as the performance-cost ratio metric.The experiment environ-ment is Windows XP Professional with Intel Pentinum IV 3.00GHz processor,2.0GB memory,and Java SE 5.For the crawling topic ‘‘Cell”,the URL ‘‘/”was used as the seed for crawling web pages for the manual assessment in the data preparation stage.Hundred training examples were filtered to train an ANN with 64po-sitive examples and 36negative examples.For the crawling topic ‘‘Mammal”,the URL ‘‘/”was used as the seed for crawling web pages for the manual assessment in the data preparation stage.Hundred and twenty training examples were filtered to train an ANN with 73positive examples and 47negative examples.In the training stage,first,we need to decide the number of relevant concepts by experiment.Based on the difference value of distances d (t ,c i ),the relevant concepts were selected from the UMLS ontology.In the training examples,the term frequencies of those relevant concepts were counted and applied to construct the ANNs.Figs.6and 7illustrate the performance of our approach by using corresponding ANNs.For the topic ‘‘Cell”(Fig.6),within 20min,we can see that the learnable focused crawling process with distance d (t ,c i )63outperforms the crawling processes with other distances.For the topic ‘‘Mammal”(Fig.7),we can see that the learnable focused crawling process with the dis-tance d (t ,c i )64outperforms the crawling process with other distances.When the distance between concepts is too small,the set of relevant concepts is too small.In this case,it is difficult to crawl the relevant web pages effectively.When the dis-tance between concepts is too large,the set of relevant concepts increases exponentially.The processing time of each web page becomes too long,which causes the number of topic hits to decrease during a crawling period.Therefore,by experi-ment,we choose the distance d (t ,c i )63to get the relevant concepts for crawling topic ‘‘Cell”and the distance d (t ,c i )64to get the relevant concepts for crawling topic ‘‘Mammal”.For the crawling topic ‘‘Cell”,with the distance d (t ,c i )63,38relevant concepts c i were selected from the UMLS ontology,such as ‘‘Tissue”and ‘‘Gene”.In the crawling stage,we started crawling from the seed URL:‘‘/acarpi/parison of different distances when the crawling topic is‘‘Cell”.parison of different distances when the crawling topic is ‘‘Mammal”.4518H.-T.Zheng et al./Information Sciences 178(2008)4512–4522NSC/13-cells.htm”.Also,the other four crawling approaches were applied to crawl web pages with the same seed URL.After crawling1150web pages,we obtained the harvest rates of corresponding crawling approaches shown in Fig.8.For the crawling topic‘‘Mammal”,with distance d(t,c i)64,56relevant concepts c i were selected from the UMLS ontology such as‘‘Vertebrate”,‘‘Whale”,and so on.We applied thefive crawling approaches to start crawling with the seed URL:‘‘/mammal/mammal.html”.After crawling980web pages,we obtained the harvest rates shown in Fig.9.The experimental results show our approach and the ANN-based crawling approach have higher harvest rates than the other three crawling approaches.Table1shows the average harvest rate of topic‘‘Cell”and topic‘‘Mammal”.When the crawling topic is‘‘Cell”,our meth-od’s average harvest rate is0.2044higher than the ontology-focused crawling,0.3237higher than the keyword-based crawl-ing,0.582higher than the breadth-first crawling,and0.0193higher than the ANN-based focused crawling.For the crawlingtopic‘‘Mammal”,our method’s average harvest rate is0.1323higher than the ontology-focused crawling,0.2574higherthanFig.8.Harvest rate when the crawling topic is‘‘Cell”(d(t,c i)<=3).Fig.9.Harvest rate when the crawling topic is‘‘Mammal”(d(t,c i)<=4).Table1Average harvest rateMethod Topic‘‘Cell”Topic‘‘Mammal”Learnable focused crawling0.69520.8215Ontology-focused crawling0.49080.6892Keyword-based crawling0.37150.5641Breadth-first crawling0.11320.3252ANN-based focused crawling0.67590.7924H.-T.Zheng et al./Information Sciences178(2008)4512–452245194520H.-T.Zheng et al./Information Sciences178(2008)4512–4522the keyword-based crawling,0.4963higher than the breadth-first crawling,and0.0291higher than the ANN-based focused crawling.From the experimental results based on the harvest rate metric,we can see all the crawling processes begin with high harvest rates,but decrease as more pages are crawled.The main reason is that the seed URL has high relevance to the crawl-ing topics.When more pages are crawled,the ratio of irrelevant web pages gets higher,and the harvest rates decrease.In the crawling process,the harvest rate of the breadth-first crawling is lowest because it does not consider the crawling topics.The keyword-based crawling also performs low because it only considers the crawling topic during the crawling process.The ontology-focused crawling and our approach have better harvest rates than breadth-first crawling and keyword-based crawling because they relate the crawling topics to the background knowledge base in order tofilter out irrelevant web pared to the ontology-focused crawling,our approach has better harvest rates.This is because the ontol-ogy-focused crawling calculates the relevance score based on heuristically predefined concept weights.These predefined concept weights are determined by humans subjectively.It is difficult to scale optimally the contributions of those relevant concepts in real-time.In our approach,concept weights are determined objectively by the constructed ANN to describe the contribution of each relevant concept.Therefore,the harvest rate of our approach is higher throughout the entire crawling process.The ANN-based focused crawling approach also has a good performance because it applies the trained ANN to recognize the relevant web pared to the ANN-based focused crawling approach,our approach utilizes the domain-specific ontology to get the relevant concepts for crawling.Since the dimension of relevant concepts in our approach is smaller than the dimension of all the terms contained in visited web pages used by the ANN-based crawling approach,it means that our approach reduces the dimension of terms required to maintain a high crawling performance comparable to the ANN-based focused crawling approach.For another aspect of thefive crawling approaches,we carried out experiments based on performance-cost ratio.After 20min,we obtained the number of topic hits of each of the crawling approaches(Figs.10and11).The experimental results based on the performance-cost ratio metric show that our approach and the ontology-focused crawling approach have a higher number of topic hits than the other three crawling approaches throughout thefirst20min.The reason that the breadth-first crawling and keyword-based crawling perform lower than the other three approaches is that they do not con-sider the information related to the crawling topics.This causes these two crawling approaches to crawl more irrelevant web pages than other approaches.The ANN-based crawling approach has lower performance because it needs to gather all the terms in the visited web pages and calculate their term frequencies,which needs more time to calculate the relevant scores of visited web pages than other approaches.Throughout the crawling period,the number of topic hits for ontology-focused crawling is higher than our approach.This is because our approach employs an ANN to calculate the relevance scores and classify the web pages.The processing time of each page in our approach is longer than that of the ontology-focused crawling approach.To conclude,although the ontology-focused crawling approach has better performance than our approach based on per-formance-cost ratio,our approach can maintain a higher harvest rate for the crawling topics‘‘Cell”and‘‘Mammal”than other approaches.It means that our approach can crawl relevant web pages more effectively than other approaches throughout the whole crawling process.Moreover,our approach has lower term dimension than the ANN-based crawling approach. Therefore,our approach can crawl more relevant web pages than the ANN-based crawling approach during a crawling period.Fig.10.Number of topic hits during20min when the crawling topic is‘‘Cell”.。

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